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1、ConceptofTeaching:Teaching is the establishment of an environment for effective learningRolesofteacher:planner,manager(controller,director,conductor,instructor),prompter,presenter,resource,consultant,participant,diagnostician,assessor,etc;Rolesofstudents:previouslyaspassiverecipients;multipleroles:p
2、articipant,interactorornegotiator,resourceorassessor;第1页/共70页CourseDescription:Beyondreadingcomprehension:Analysisandapplicationofwhathasbeenlearned:speaking,writingandtranslation;Developmentofcriticalthinking;Aspectsoflearning:Theme,Purposeofwriting,Pointofview,Style,Structure,Rhetoricalfeatures,Di
3、ction,Translation(eitherforcheckingcomprehensionordevelopingtranslationskill);第2页/共70页OBJECTIVESFOREACHLESSONGeneralIdeaandmassageofthetext;PurposeofwritingandBackgroundinformation;Writersopinionandtoneofthepassage;Outlineorstructureofthetext;Linguisticstrategiesinvolved;Styleandrhetoricaltechniques
4、;CF:Purposeofthecourse(XiamenUniversity)DevelopanoverallproficiencyinfourskillsDevelopcriticalabilityinreadingtextsReinforcegrammaticalcompetence.第3页/共70页FORMATOFTEACHING:Pre-readingActivities:Brainstormingorpre-readingquestionsanddiscussionsforwarmingup;ComprehensionandAnalysis:Questionsandanswersf
5、orcheckingunderstanding;Analysisofsomestyleandrhetoricaltechniquesinvolved;Translationofsomedifficultexpressionsorsentencestocheckandenhancecomprehension;PostreadingActivities:Commentsonthepassageorallyorinwriting;ExercisesinWorkbook;Writingshortpassageofthesimilarstyleortheme;第4页/共70页Teachingsetupa
6、ndrequirementsa a.Six class hours per unit.Six class hours per unitb b.Lecture+workshop+seminar.Lecture+workshop+seminarc c.Pre-class review required.Pre-class review requiredd d.Exercises(completed on individual basis,.Exercises(completed on individual basis,selected for discussion)selected for dis
7、cussion)e e.Text II included in exams.Text II included in examsCourseevaluation:a.60-70%coverageoftext-orexercises-relatedsamples;b.TEM-8-relatedmaterialforJuniors;第5页/共70页CONTENTSUNITTWOTextIThefineArtofPuttingThingsOffTextIIGossipUNITTHREETextIWallsandBarriersTextIIBarrierSignalsUNITSIXTextIDullWo
8、rkTextIIDoingChoresUNITSEVENTextIBeautyTextIISexisminEnglish:AFeministViewUNITEIGHTTextIAppetiteTextIIWantinganOrangeUNITNINETextIARedLightforScofflawsTextIITrustUNITTENTextIStraight-AIlliteracyTextIITheQualitiesofGoodWritingUNITELEVENTextIOnConsigningManuscriptstoFloppyDiscsAndArchivestoOblivionTex
9、tIIThisIsProgress?UNITTWELVETextIGrantandLee:AStudyinContrastsTextIIGrantandLeeUNITTHIRTEENTextIEuphemismTextIIClutterUNITFOURTEENTextIThatAstoundingCreator-NatureTextIIWhentheYoungHaveItGoodUNITFIFTEENTextI.TeachingasMountaineeringTextIIALiberalEducation第6页/共70页UnitTwo,TextOne:TheFineArtofPuttingTh
10、ingsOffMichael DemarestPre-readingBrainstorming:*Doyouoftenputthingsoffornot?Why?*Howcan“puttingthingsoff”beafineart?第7页/共70页Comprehension-anoverviewofthetextMainIdea:Throughdepictingpopularityofprocrastinationinnearlyallthefields,thewriterwantedtoprovethat“delaycanofteninspireandreviveacreativesoul
11、”and“toputoffmakingdecisionisitselfadecision”andthereforeitcanbeafineandusefulart.PurposeofwritingandTone:Inhalfseriousandhalf-jokingmannerandhumoroustone,Demarestexpresseshisviewonprocrastinationthatwhileinsomecasesitisirrationalandencumberingtodelay,itisjustifiedandfruitfulinothers.第8页/共70页Organiz
12、ationandDevelopment:Introduction:(P1-2)Theworldisprobablydividedbetweendelayersanddo-it-nowers;Body:(1)(P3-7)Delayisnotwithoutitsadvantages:itcanofteninspireandreviveacreativesoul;examplesinmanyfields;Conclusion:(P8-9)Explanationandconclusionofprocrastination;第9页/共70页Thewaysinwhichparagraphsarelinke
13、d-TransitionofparagraphsTheuseofthewordyetatthebeginningofpara.3indicatesthatinthisparagraphthereaderwillfindsomethingcontrarytowhathehasreadaboutintheprecedingone.(Para.2illustratesthetroubleprocrastinationmayincurwhilepara.3tellsthereaderthatdelaycanofteninspireandreviveacreativesoul.)Atthebeginni
14、ngofpara.4,thewordcunctatorisrepeated,itsfirstoccurrencebeinginpara.1.Para.5beginswiththeparodyoftheproverbWherethereisawill,thereisaway.Thewordwillintheparodyrepeatsthewordwillinthelastsentenceofpara.4.Hispointatthebeginningofpara.6referstowhatManderbachsaysintheprecedingparagraphs.Theuseoftheworda
15、lsointhefirstsentenceofpara.7referstoasimilarsituationmentionedpreviously.第10页/共70页TranslationExerciseforPracticeofLanguagePoints(C-E)ThattheelegantearlnevergotaroundtomarryinghissonsmotherandhadabadhabitofkeepingworthieslikeDr.Johnsoncoolingtheirheelsforhoursinananteroomatteststothefactthateventhem
16、ostwell-intentionedmenhavebeenpostponersever.(p.2-5)Bureaucratization,whichflourishedamidthegrowingburdensofgovernmentandthegreatercomplexityofsociety,wasdesignedtosmotherpolicymakersinblanketsoflegalism,compromiseandreapprasail-andtherebypreventhastydecisionsfrombeingmade.(p.43-46)So,forthatmatter,
17、isthecreationofagreatpaintings,oranentre,orabook,orabuildinglikeBlenheimPalace,whichtooktheDukeofMarlboroughsarchitectsandlaborers15yearstoconstruct.(p.70-73)第11页/共70页PostreadingActivitiesWriteashortpassageof200wordsinfavoroforagainstthethesaying“never put off till tomorrow what you can do today”.第1
18、2页/共70页UnitTwoTEXTII:GossipFrancine ProsePre-readingBrainstorming:Howwouldyoudefinetheword“gossip”?Whatfunctionsdoesgossiphave?第13页/共70页MainIdeaofthepassageThroughclarifyingthepresentmisunderstandinganddistortingoftheword“gossip”,thewriteremphasizesthestrengthofgossipastheheritage,asthelegacyofacert
19、aincommunityandotherfunctionsthatitcanplayinthesociety.第14页/共70页StructureofthepassageIntroduction:(P1-2)Gossip-heritage,birthrightBody:(P3-9)Gossip:Howhasitbeendistorted?Whatarethefunctions/rolesofgossip?Conclusion:(P10)Illcontinuetocherishgossip.第15页/共70页difficultsentencesfortranslation(E-C)Iheardm
20、ydistortedbythatsamefalsenotethatsometimescreepsintoitwhensocialstrainandsomemisguidednotionofamiabilitymakemeassenttoopinionsIdontreallyshare.(P.4)Iveoftenthoughtthatgossipsbadmightbeclearedbycallingit“oraltradition”;forwhat,afterall,isanoraltraditionbutthestoriesofotherlives,othereras,legendsfroma
21、timewhenhumantrafficwithspiritsandgodswasconsideredfitforgossipyspeculation?(P.6)Whenoneasks,“Whatsthegossip?”itsthatcommunitythatisbeingaffirmed.(P.9)第16页/共70页PostreadingdiscussionWhatisyourattitudetowardsgossipingandbeinggossipedabout?DoyouagreewithProseonthesubject?Whyorwhynot?第17页/共70页Unit Three
22、 TEXT IWalls and BarriersEugene RaskinPre-readingQuestionsWhywastheGreatWallbuiltinChina?Whatwasitsmainfunctionwhenitwasfirstbuilt?Whatistherelationbetween“walls”and“barriers”?-Awallisdefinedasacontinuousandusuallyverticalandsolidstructureofstones,bricks,concrete,etc.,servingtoencloseorprotectordivi
23、deofftown,house,room,field,etc.Abarrierisdefinedasamaterialobjectthatservesasanobstructionoranobstacletopreventcommunicationortocheck(e.g.,theadvanceofanenemy).Intheolddays,wallswereerectedasbarriersagainstdangerfromwithout,andtheGreatWallofChinacanserveasatypicalexampleofthis.MostwallsinChinafuncti
24、onasbarriers.第18页/共70页Comprehension:1)MainIdea:Thispassagecomparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney,anditcontraststhemodernnotionofwall-as-windowwiththeancientconceptionofwall-as-barrier.The writers Conclusion/point of view:Architectureisanexpressionofpeoplesmentality(attit
25、udes,prejudices,taboos,andideals);therefore,changesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.2)PurposeofwritingandTone:Raskinin“WallsandBarriers”intendstoillustrateandpromoteanopinionthatchangesintheirviewsoftheworldandofthemselvesareboundtobemirroredinarchitecture.Heac
26、hieveshispurposethroughlogicalreasoning(inductiveanalysis,makingcomparisonandcontrastsandcause-and-effectanalysis)第19页/共70页OrganizationandDevelopment:Introduction:(P1-2)OpeningofthepassageBody:(1)(P3-5)comparesclassicalandmodernarchitectureaswellasoldandnewviewsofmoney(2)(P6-10)contraststhemodernnot
27、ionofwall-as-windowwiththeancientconceptionofwall-as-barrier.Conclusion:(P11)Ourchangingconceptionsofourselvesinrelationstotheworlddeterminehowweshallbuildourwalls.Listofcontrasts:a.architecturaldesignsofbanks:paras.3&4b.functionofbank:para.4c.classicalandnewcriticismofarchitecture:para.6d.attitudet
28、owardpossiblehostilityinprimitiveandmodernworld:paras.7&9e.attitudetowardprivacyparas.8,9,&10第20页/共70页TranslationExerciseforPracticeofLanguagePoints1)Isupppose-Imorethansuppose,Iamconvinced-thathisnegativeresponsewasnot so muchtothearchitectureastoaviolationofhisconceptofthenatureofmoney.(L.5-7)2)It
29、istheinunderstandingofarchitectureasamediumfortheexpressionofhumanattitudes,prejudices,taboosandidealsthatthenewarchitecturalcriticismdepartsfromclassicalaesthetics.(L.31-)3)Thegreaterthefear,theheavierthewall,untilinthetombsofancientkingswefindstructuresthatarepracticallyallwall,thefearofdissolutio
30、nbeingtheultimatefear.(L41-43)4)Thisisperhapswhyitisthemost“advanced”and“forward-looking”amonguswholiveandworkinglasshouse.Eventhefearofthecaststonehasbeenanalyzedoutofus.(L.74-76)第21页/共70页PostreadingActivities:Somepeoplethinkthatmoneyoughttobespentmainlyonfoodsoastohelpbuildupstrongconstitution;but
31、somethinkthatitismoreimportantforapersontotrytomakehimselflooksmart.Developashortpassage,comparingandcontrastingthetwodifferentview第22页/共70页UnitThreeTEXTIIBarrierSignals Desmond MorrisDesmond MorrisPre-readingBrainstorming:Whatisbodylanguage?Whatdoyouknowaboutit?-nonverbalcommunication;bodylanguage/
32、kinesics-messageofspace:space;territoriality;proxemics;Whatisbarriersignal?Whatarefunctionsofbarriersignals?Examplesofbarriersignals?Reference:A dictionary of British&American Culture胡文仲胡文仲,外研社外研社,第23页/共70页MainIdeaofthepassage:This essay,in the form of extended definition and developed largely throu
33、gh examples,illustrates the Body-cross,the most popular form of Barrier Signals第24页/共70页StructureofthepassageIntroduction(P1-2):theoriginanddevelopmentofbarriersignalsMainpart(P3-12):theBody-cross-itsvariablesindifferentsituations,suchasgreeting,standing&sittingExamplesofbarriersignalsthroughoutthet
34、extbyMorris:l.Alittlechildbidingbehinditsmothersbodyorachairorsomepieceofsolidfurniture.2.Ateenagegirlcoveringupherfacewithhandsorpapers.3.Thespecialguestonagalaoccasionhavinghisrighthandreachacrosshisbodyandtouchhisleftcuff-link.4.Thefemaleguestonagalaoccasionhavingherrighthandacrossherbodyandshift
35、ingthepositionofherhandbag.5.Amanfingeringabuttonorthestrapofawristwatch.6.Awomansmoothingoutanimaginarycreaseinasleeveorrepositioningthescarforcoatheldoverherleftarm.7.Amanrubbinghishandstogetherorclaspingthemfirmlyinfrontofhim.8.Thearm-fold,i.e.,theleftandrightarmsintertwiningthemselvesacrossthefr
36、ontoftilechest.9.Pressingthetightlyclaspedhandsdownontothecrotch.10.Usingthedeskasabarrier.第25页/共70页PostreadingActivityDescribesituationsfromyourexperienceinwhichyouorotherpeoplemadetheimaginarymovementofBody-crossasdefinedbyMorris.第26页/共70页UnitSixTEXTIDullWork Eric HofferWarming-updiscussionsonthen
37、exttwotopics:Doyouthinkyoucanachievemuchifyouliveaplain,ordinarylife?Doesmonotonous,routineworkdullonesmind?Whatdoesthewritermeanbydullin“DullWork”?a.boring,notinterestingorexciting;b.uneventful,slow-paced,inactive第27页/共70页MainIdeaInthispassagethewritertriestoconvincethereadersthatwhatamancanachieve
38、doesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous(orcreativeness of a mans mind is primary to what he can achieve).第28页/共70页OrganizationandDevelopment:Theuseofthetechnique,classicalrhetoric,foreffectiveexpos
39、itorywritingIntroduction:(P1)presentationoftherealobjectivethatthewriterintendstoattain,orthegenuineconcernheaimstofocusonBody:(P2P5)thecitationsofnumeroustrulybrilliantpeopleandtheirreputedcreations,aswellasthewritersownexperiencesConclusion:(P6)reinforcementofthetopic第29页/共70页OrganizationandDevelo
40、pment(II)ThesentencethatsummarizesHoffersviewondullworkcouldbe:Whatamancanachievedoesnotdependonthetypeofworkhedoes,orthelifeexperienceshehas;rather,itdependsonhisabilitytotransmutewhatseemsdullandroutineintowhatismomentous.Thepurposeofeachparagraphinthebodyofthepassage(P2P5):Para.2Peoplewhoachieved
41、onotnecessarilyliveeventfullives.Para.3Whatisessentialforcreativeworkisamansabilitytomakethetrivialreachanenormousway.Para.4Aneventfullifedoesmoreharmthangoodtoacreativeman.Para.5Howhehimselfhasbeenbenefitedfromhisdullworkexperience.CommentonthearrangementofeachparagraphinthebodyofthepassageThearran
42、gementislogicalandsound.Well-reputedmenarecitedbeforehisownexperience.Thepossibleharmfuleffectofaneventfullifeisillustratedonlyafterhehasmadeitclearthataneventfullifeisnotamustforcreativeachievement.第30页/共70页difficultsentencesfortranslationTheoutstandingcharacteristicofmanscreativenessistheabilityto
43、transmutetrivialimpulsesintomomentousconsequences.Thegreatnessofmanisinwhathecandowithpettygrievancesandjoys,andwithcommonphysiologicalpressuresandhungers.Toacreativeindividualallexperienceisseminal-alleventsareequidistantfromnewideasandinsights-andhisinordinatehumannessshowsitselfintheabilitytomake
44、thetrivialandcommonreachanenormousway.chancesarethathadmyworkbeenofabsorbinginterestIcouldnothavedoneanythinkingandcomposingonthecompanystimeorevenonmyowntimeafterreturningfromwork.Childrenandmaturepeoplethriveondullroutine,whiletheadolescent,whohaslostthechildscapacityforconcentrationandiswithoutth
45、einnerresourcesofthemature,needsexcitementandnoveltytostaveoffboredom.第31页/共70页PostReadingActivities1.TranslationExerciseforPracticeofLanguagePoints(C-E):Paragraph3:TheoutstandingcharacteristicofmanscreativenessParagraph6:Peoplewhofinddulljobsunendurable2.Writingashortpassageofthesimilarstyleonthefo
46、llowingtopic:“AllworkandnoplaymakesJackadullboy”isgenerallyacceptedastruebymanypeople.Howdoyoufeelaboutthisassumption?第32页/共70页UnitSixTEXTIIDoingChores August HeckscherPre-readingBrainstorming:1)Whatismeaningof“chores”?2)Whatisthesignificanceofdoingchores?第33页/共70页MainIdeaofthepassageThewriterdwells
47、onhappening,workandchoresandtheirrelationship-toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.Purpose of writingForthose,whomaybeinsomedoubtastothenatureofchores,theirvariety,theirpleasuresandtheirdrudgery,Iampreparedtodeliverashortdisquisition.第34页/共70
48、页StructureofthepassagePara.1:introduction:purposeofwritingPara.2-5:development:happening,workandchoresandtheirrelationshipPara.6:conclusion:toseasonchoreswithwork,andtointerspersethemwithafewhappenings,isthesecretofacontentedexistence.第35页/共70页the nature of choresChoresarerepetitive.(para.2);Choresl
49、eavenovisiblemarkofimprovementorprogressbehindthem.(para.3);Choresareneutral,butobligatory.(para.4);Choresareasourceofmildsatisfaction.(para.5).第36页/共70页difficultsentencesfortranslationTodowhatmustbedoneneatly,effectively,expeditiously-”withoutrestandwithouthaste”-lightsasmallfiredeepintheinteriorbe
50、ingandputsamaningoodhumorwiththeworld.Fortunatethemanorwomanwhoachievesjustbalancebetweenthesethreetypesofactivity-asIhavebeenabletodobygoodchance,andforalittlespaceoftime.第37页/共70页PostreadingActivity:Discussion-Doyouagreewiththethesis“toseasonchoreswithwork,andtointerspersethemwithafewhappenings,is